Тена Р.Р., Гутьеррес М.П., Сехудо М. дель К.Л. Привычки использования цифровых технологий детьми в возрасте до шести лет в семье и дома
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Тена Р.Р., Гутьеррес М.П., Сехудо М. дель К.Л. Привычки использования цифровых технологий детьми в возрасте до шести лет в семье и дома // Современное дошкольное образование. – 2021. – №4(106). – С. 68–79.
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Аннотация
Родители, педагоги и исследователи задаются вопросом, как цифровой и технологический мир влияет на маленьких детей в возрасте от 0 до 6 лет в семейных и домашних условиях. Настоящее исследование направлено на то, чтобы показать, как используются эти технологии, характеристики этого использования и отношения, которые дети устанавливают с технологиями, а также выяснить, существуют ли правила для подобного использования, и кто их устанавливает. Смешанная количественно-качественная методология с использованием «анкеты по использованию технологий в домашних условиях», полуструктурированных интервью и анализа собраний по вопросам образования в раннем детстве (ECEA) дала значительные результаты. Например, несмотря на быстрое внедрение планшетов или игровых приставок, телевизор по-прежнему остается любимым устройством среди юного поколения, за которым следуют мобильные телефоны. Результаты показывают, что дети тратят в среднем 92 минуты в день на просмотр телевизора. Кроме того, 92% из них имеют планшет и проводят в среднем 60 минут в день за компьютером или планшетом. Можно сделать вывод, что дети начинают получать доступ к ИКТ и пользоваться ими в возрасте двух лет.
Литература
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2. Bredekamp, S. Effective practices in early childhood education: building a foundation. London: Pearson, 2011.
3. Brooker, L. Starting school: young children learning cultures. Buckingham: Open University, 2002.
4. Chaudron, S. Young children (0-8) and digital technology: a qualitative exploratory study across seven countries. Luxembourg: Publications Office of the European Union, 2015. (JRC Science and policy reports. Report EUR 27052.). Available at: < http://publications.jrc.ec.europa.eu/repository/handle/JRC93239>. Acess on: 2017 Apr. 14.» http://publications.jrc.ec.europa.eu/repository/handle/JRC93239>
5. Clarke, A.M. ETSI white paper no. 2 young children and ICT: current issues in provision of ICT technologies and services for young children. Sophia-Antipolis: European Telecommunications Standards Institute, 2006. Available at: < http://www.etsi.org/images/files/ETSIWhitePapers/ETSI-WP2_Children_ICT.pdf>. Access on: 2017Oct. 23» http://www.etsi.org/images/files/ETSIWhitePapers/ETSI-WP2_Children_ICT.pdf>
6. Costa, M.J.S., Silveira, C.C. Avaliação do desenvolvimento da personalidade moral. Ensaio: Avaliação e Políticas Públicas em Educação, Rio de Janeiro, v. 26, n. 101, p. 1004 – 20, 2018. https://doi.org/10.1590/s0104-40362018002601402» https://doi.org/10.1590/s0104-40362018002601402
7. Follari, L.M. Foundations and best practices in early childhood education: history, theories, and approaches to learning. 2. ed. London: Pearson, 2010.
8. Lepicnik, J., Samec, P. Uso de tecnologías en el entorno familiar en niños de cuatro años de Eslovenia. Comunicar, v. 20, n. 4, p. 119-26, 2013. https://doi.org/10.3916/C40-2013-03-02» https://doi.org/10.3916/C40-2013-03-02
9. Marsh, J. et al. Digital beginnings: young children’s use of popular culture, media and new technologies. Sheffield: University of Sheffield, 2005. (Report of the ‘Young children’s use of popular culture, media and new technologies’ study.). Available at: < http://www.digitalbeginnings.shef.ac.uk/DigitalBeginningsReport.pdf>. Access on: 2017 Mar. 20.» http://www.digitalbeginnings.shef.ac.uk/DigitalBeginningsReport.pdf>
10. Mccarrick, K., Li, X. Buried treasure: the impact of computer use on young children’s social, cognitive, language development and motivation. AACE Journal, v. 15, n. 1, p. 73-95, 2007.
11. Mcpake, J. et al. Pre-school children creating and communicatin with digital technologies in the home. British Journal of Educational Technology, v. 44, n. 3, p. 421–31, 2013. https://doi.org/10.1111/j.1467-8535.2012.01323.x» https://doi.org/10.1111/j.1467-8535.2012.01323.x
12. Mcpake, J. et al. Already at a disadvantage? ICT in the home and childrens preparation for primary school. Coventry: Becta, 2005. (ICT Research Bursaries 2004 final report.)
13. O’Hara, M. Young childrens ICT Experiences in the home: some parental perspectives. Journal of Early Childhood Research, v. 9, n. 3, p. 220–31, 2011. https://doi.org/10.1177/1476718X10389145» https://doi.org/10.1177/1476718X10389145
14. Petit, C.S. Medios y tecnologías de la información y la comunicación: socialización y nuevas apropiaciones. Córdoba: Brujas, 2011.
15. Piaget, J. Development explains learning. In: Campbell S. F. (Ed.). Piaget sampler: an introduction lo Jean Piaget in his own words. New York, NY: John Wiley and Sonso, 1976.
16. Pineda, A., Chiappe, A. ICT and home-educating families: a qualitative multiple case study. Ensaio: Avaliação e Políticas Públicas em Educação, Rio de Janeiro, v. 26, n. 101, p. 1324 – 46, 2018. https://doi.org/10.1590/s0104-40362018002601507» https://doi.org/10.1590/s0104-40362018002601507
17. Plowman, L., Stephen, C.A. “Benign addiction”? research on ICTs and preschool children. Journal of Computer Assisted Learning, v. 19, n. 2, p. 149–64, 2003.
18. Schorb, B. Gebildet und kompetent: medienbildung statt medienkompetenz? Medien + Erziehung. Zeitschrift für Medienpädagogik, v. 53, n. 5, 50-6, 2009.
19. Stephen, C. et al. Learning from the children exploring preschool childrens encounters with ICT at home. Journal of Early Childhood Research, v. 6, n. 2, p. 99–117, 2008.
20. Suss, D., Lampert, C., Wijnen, C. Socialización mediática: un manual de estudio como introducción. Wiesbaden: Verlag, 2010.
21. Theunert, H. Perspektiven de medienpädagogik in der multimediewelt. Bad Hellbrunn: Klinkhardt, 1996.
22. Tomanovic, S. Family habitus as the cultural context for childhood. Childhood, v. 11, n. 3, 339 –60, 2004. https://doi.org/10.1177/0907568204044887» https://doi.org/10.1177/0907568204044887
23. Vargas, I. La entrevista en la investigación cualitativa: nuevas tendencias y retos. Revista Calidad en la Educación Superior, v. 3, n. 1, p. 119–39, 2012.
24. Vygotsky, L.S. Pensamiento y lenguaje: teoría del desarrollo cultural de las funciones psíquicas. Buenos Aires: La Pléyade, 1977.
25. Wartella, E.A., Lee, J. H., Caplovitz, A.G. Children and interactive media: research compendium update. Austin, TX: Markle Foundation, 2002. Available at: < https://www.markle.org/sites/default/files/16017.pdf>. Access on: 2017 Apr. 14. < https://www.markle.org/sites/default/files/16017.pdf>
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